COLLABORATIVE
STRATEGY READING (CSR) IN READING
COMPREHENSION
Definition of
CSR
CSR is reading comprehension practice that
combines two instructional elements: (a) modified reciprocal teaching (Palincsar & Brown, 1984), and (b)
cooperative learning (Johnson & Johnson, 1987) or students pairing. In
reciprocal teaching, teachers and students take turn leading a dialogue concerning
key features of text through summarizing, questioning, clarifying, and
predicting. Klingner and Vaughn (1996) originally designed CSR by combining
modified reciprocal teaching with cooperative learning. Through a number of
research trials, CSR has been refined and currently consist of four
comprehension strategies that students apply before, during, and after reading
in small groups. These reading strategies are: (a) preview (before reading) (b)
click and clunk (during reading), (c) get the gist (during reading), and (d)
wrap up (after reading)
Implementation
of CSR
CSR
can be implemented in two phases: (a) teaching the strategies, and (b)
cooperative learning group activity or students pairing. The implementation
steps described below:
1.
Preview.
Preview is a strategy to active students prior knowledge, to facilitate their
prediction about what they will read, and to generate interest. Preview consist
of two activities: (a) brainstorming and
(b) making predictions. A teacher introduces previewing to students by asking
them to thing about the previews they have seen at the movies. The teacher
prompts students to tell what they learn
from previews by asking question such as, “Do you learn who is going to be in
the movie?” or “Do you learn in what historical period the movie will take
place?”. Then the teacher asks them to skim information such as headings,
pictures, and words that are bolded or underline to determine (a) what they
know about the topic and (b) what they think they will learn by reading the
text.
the goals of previewing
are:
·
For students to learn
as much about a passage as they can in a brief period of time.
·
To activate the
students’ background knowledge about the topic.
·
To help students make
prediction about what they will learn.
·
To motivate the
students’ interest in the topic and to engage them in active reading from the
onset.
2.
Click
and Clunk. Click and Clunk is strategy that
teaches students to monitor their understanding during reading, and to use
fix-up strategies what they realize their failure to understand text. The
teacher describes a click as something that “students really get. Students know
it just clicks.” After students understand, the teacher explains a clunk: “A
clunk is like when students run into a brick wall. The students just really do
not understand a word the author is using. That’s clunk.” Then, the teacher
reads a short piece aloud and asks students to listen carefully for clunks. The
teacher asks students to write down their clunks and then teaches fix-up strategies
to figure out the clunks. The teacher can use “clunk cards” (see materials for detailed description) as
reminders of fix-up strategies.
The goals of
clicking and clunking are:
·
For students to monitor
their readig comprehension.
·
To identify when they
have breakdowns in understanding (“clunks”).
·
To use “fix-up”
strategies to figure out clunks:
§
Reread the sentences
without the word. Think about what would make sense.
§
Reread the sentences
with the clunk and the sentences before or after the clunk looking for clues
§
Looking for a prefix or
suffix in the word.
§
Break the word apart
and look for a smaller words you know
3.
Get
the gist. Get the gist is the strategy to help
the students identify main ideas during reading. One way to identify the main
idea is to answer following question: (a) “who or what is about?” and (b) “what
is most important about the “who or what?” In addition, students are taught to
limit their response to ten words or less, so that their gist conveys the most
important idea(s), but not unnecessary details. Set the gist can be taught by
focusing in one paragraph at a time. While students read the paragraph, the
teacher asks them to identify the most important person, place or thing. Then
the teacher asks students to tell what is most important about the person,
place, or thing. Finally, the teacher teaches students to put it all together
in a sentence containing ten words or less.
The goals of
getting the gist are:
·
To teach the students
to restate in their own words the most important point as a way of making sure
they have understood what they have read.
·
To improves the
students’ memory of what they have learned
4.
Wrap
up. Wrap up is a strategy that teaches
students to generate questions and to review important ideas in the text they
have read. Wrap up consist of two activities: (a) Generating question; asking
question about the passage and (b) Reviewing; thinking about what was important
that the students have learned from the day’s reading assignment.
·
The goals are to
improve the students. Knowledge, understanding, and memory of what was read.
·
Students use question
starters: who, what, when, why, and how (“the 5 W’s and an H”).
·
Other students try to
answer the questions.
·
Students ask some question
about information stated explicitly in the passage, but “in your head”.
·
To review, students
write down the most important ideas they learned that they in their CSR
learning logs.
·
They then take turn
sharing their “best ideas”.
